Technique of Data Analysis - RESEARCH METHOD

CHAPTER III RESEARCH METHOD

H. Technique of Data Analysis

a. Statistical hypothesis test "t-test"

Hypothesis cognitive test using the T-test if the results of normality show norm data and use the Wilcoxon test if the normality results show abnormal.⁴¹Here are the steps for testing the hypothesis as follows:

1. Formulate hypothesis Ho = 𝜇1 = 𝜇2

Ha = 𝜇1>𝜇2

Note :

𝜇1: jigsaw technique significantly influences students’ reading comprehension

𝜇2: jigsaw technique does not significantly influences students’

reading comprehension

41 HET Ruseffendi, “Statistika Dasar Untuk Pendidikan”, (Bandung: IKIP Bandung, 1998), p.

271

32 2. Perform conclusion taking

If the calculation operation in the previous step turns out to be:

a. If sig. < 0.05, Ha is accepted and Ho is rejected b. If sig. > 0.05, Ha is rejected and Ho is retained.

3. The prerequisite analysis

The testing prerequisite analysis is carried out before conducting data analysis. The prerequisite used in this study is the normality test, and homogeneity test.

4. Normality test

A normality test is performed to determine whether the sample under study is normally distributed or not. The normality used is kolmogrove- sminor test by usingn SPSS 24.00 version.

5. Homogeneity test

Homogeneity testing was carried out after univariate analysis was tested with leavene’s test by using SPSS. Basic decision making:

a. If the significance value > 0,05 then the data distribution is homogenous

b. If the significance value < 0,05 then the data distribution is not homogenous

33 I. Validity and Reliability

1. Validity

The validity that will be used in this research is content-related validity. Content-related validity refers to the extent to which the items on a test are representative enough to the entire domain of the test wants to measure. It also uses some expert to be the judgement of the validity of the content⁴². In this research, the researcher will ask Mrs. Miftahul Jannah, M.Pd as one of the lecturer of English Department in UIN Mataram as the expert to gives the judgement of the validity of the content.

2. Reliability

Reliability refers to a measure of the stability or consistency the test scores.⁴³ In this research, the researcher uses a inter-rater reliability. This type of reliability is the degree to which different observers are consistent with their judgments. The first observer in this research is the researcher and the second observer is the English Teacher of the second grade students of MA AL Jamil Bare Eleh.

43 Stephanie, “Reliability and Validity in Research”, in https://www.statisticshowto.datasciencecentral.com/reliability-validity-definitions-examples/, accessed on December 22, 2019, at 23.26.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the result of the study. Some sub chapters are presented. There are research findings, prerequisite testing analysis, and discussion.

A. Research Findings

In this sub chapter will show the result of the research. the data that collected in this research were the pretest and posttest result. The following data are presented from one group pre-test and post-test result:

Table 4.1

Students’ Learning Outcomes Pre-Test and Post-Test

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

pretest 20 44 77 63.80 9.839 96.800

posttest 20 66 88 79.20 7.654 58.589

Valid N (listwise) 20

The result of calculations using SPSS before the treatment (pre-test) obtaned a valid sample number 20, minimum score was 44, maximum score was 77, and mean 63.80, standard deviation was 9.839. Then, the pre-test frrequency distribution can be described in the following diagram:

Figure 4.1

Frequency distrbution of students score before treatment (pre-test)

Based on the diagram above the majority of pre-test result frequency lies in the score 55 as many as 7 students (35%) and score 66 as many as 7 students (35%).

The result of calculations using SPSS after the treatment (pre-test) obtaned a valid sample number 20, minimum score was 66, maximum score was 88, and mean 79.20, standard deviation was 7.654.

Then, the post-test frrequency distribution can be described in the following diagram:

44 55 66 77

0 2 4 6 8

Figure 4.2

Frequency distrbution of students score after treatment (post-test)

Based on the diagram above the majority of pre-test result frequency lies in the score 55 as many as 7 students (35%) and score 66 as many as 7 students (35%).

B. Prerequisite testing analysis

The testing prerequisite analysis is carried out before conducting data analysis. The prerequisite used in this study is the normality test and homogeneity test. The result of analysis prerequisite test was presented as follows;

1. Normality test

66 77 88

0 2 4 6 8 10 12

A normality test is conducted to test whether all variables are normally distributed or not. The normality uses the Shapro-wilk formula in calculations using the SPSS 24.00 program because the samples were less than 50 students. To find out whether or not normal is if sig > 0.05 then it is normal and if sig < 0.05, it can be said tobe abnormal. The calculation results obtained are as follows:

Table 4.2

Tests of Normality

Kolmogorov-Smirnov^a Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

Reading comprehension

Pretest .214 20 .017 .869 20 .011

Posttest .263 20 .001 .800 20 .001

a. Lilliefors Significance Correction

Based on the table above, it showed that the signficance of pre-test result was > 0.05 while the post-testresult was < 0.05, by this case it can be concluded that the data groupare distributed abnormally.

2. Homogeneity test

After knowing the level of normality of the data, then the homogeneity test is performed. A homogeneity test is used to determine the level of variance similarity of the data. To accept and reject the hypothesis is by

comparing the sig on Levene’s statistic with 0.05(sig > 0.05). In this research, the researcher used SPSS 24.00 program todetermine the homogeneity.

Table 4.3

Test of Homogeneity of Variances

Reading comprehension

Levene Statistic df1 df2 Sig.

1.716 1 38 .198

Based on the table above, the significance is known as0.198 > 0.05, so that it can be concluded that the variance data of the pre-test and post-test are homogenous.

3. Hypothesis test

Based on the resultoof the normality test, the data was distrbuted abnormally. By considering that result, the hypothesis test used in this case was Wilcoxon test to know whether there is a significance different between the result before and after the treatment using jigsaw technique towards students reading comprehension. To find out whether there is a significance different or not is if Asymp. Sig < 0.05 then Ha is accepted and if Asymp. Sig

> 0.05 then Ha is rejected. The result of the hypothesis test is presented bellow:

33 Table 4.4

Wilcoxon Signed Ranks Test

Based on the calculation above, by looking at the Asymp. Sig (2-tailed) by using Wilcoxon test, the result was 0.000 < 0.05. it means that Ha was accepted. By that

Ranks

N Mean Rank Sum of Ranks

posttest - pretest Negative

Ranks 1^a 4.50 4.50

Positive

Ranks 17^b 9.79 166.50

Ties 2^c

Total 20

a. posttest < pretest b. posttest > pretest c. posttest = pretest

Test Statistics^b

posttest - pretest

Z -3.600^a

Asymp. Sig. (2-tailed) .000

a. Based on negative ranks.

b. Wilcoxon Signed Ranks Test

result, it can be concluded that there is a significnce influence using jigsaw technique towards students’ reading comprehension.

C. Dscussion

Based on those results above, the mean score of pre-test score (before treatment) was 63 and the mean score of post-test was 79. It showed that there is a significant differents between those two result and indicated that the use of jigsaw technique influence the students reading comprehension.

Based on the hypothesis test using Wlcoxon test, it can be seen that the asymp. Sig (2-tailed) was 0.000 < 0.05. it means alternative hypothesis (Ha) was accepted and nul hypothesis (Ho) was rejected. Thus, the it can be concluded that the jigsaw technique influenced students’ reading comprehension.

Furthermore, based on the result above, it proved that teaching reading using jigsaw technique can influence students reading comprehension. According to Aronson et al in Juhaendi, jigsaw is a cooperative learning strategy that enables each student of a home group to specialize in one aspect of a learning unit.⁴⁴ By this technique students will be more active and the learning will be more effective

Moreover, the result of this research was in line with the result of the previous research by Restu Widoyoko who found a big the diffference of the students score

44Dzulfikar Akbar Juhaendi, “ The Use…,, p, 3.

improvement between experimental and control class. By looking at the score he concluded that learning using Jigsaw technique in teaching reading skill can increase reading comprehension ability.⁴⁵ Comparing with the recent study, this previous study focus on the difference achivement between the experimental and control class before and after the treatment while the recent study focus on one class (only experimental class).

As the result of this research which found that there is a significance influence of using jigsaw technique towards students reading comprehension, this technique is very good to be applicated as a main teaching technique. Because of the implementation of this technique is very easy and make students more active in the classroom. By this technique, the students can keep their reading practice regularly.

45 Restu Widoyoko, “The Effect of..., p. 60

36 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research was an experimental research which was conducted in the second grade students of MA Al-Jamil Bare Eleh. This research aimed to know whether there is a significance influence using jigsaw technique towards students reading comprehension. Based on the analysis using SPSS, the result of pre-test and post-test has a significance different with the sig. 0.000 < 0.05 which means that Ha is accepted. It can be concluded that the use of jigsaw technique significantly influence the students’ reading comprehension.

B. Suggestion

With the research finding in applying jigsaw technique towards students reading comprehension, the researcher offers his suggestion as follows:

1. The English teacher in MA Al-Jamil Bare Eleh especially at second grade (XI) grade should guide and make a good instruction and communication with the students in the class.

2. The students should pay attentions to what strategy that used in the class in orther to improve their reading ability.

3. The researcher hopes the students in MA AL-Jamil Bare Eleh at second grade (XI) grade always do the practice that have been teach by the teacher.

38 Reference

Annisa Ulfah, “The Effectiveness of Using Jigsaw Technique to Develop Students’

Reading Comprehension on Narrative Text Quasi-Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta”, Thesis, English of Education Departement, Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta 2014, p. 36.

Burmaster, Reading: In Grades 3 through 8 and 10, Wisconsin: Department of Public Instruction, 2005, p. 3

Carnie, Instruction Reading, Columbus Ohio: Meril PublishingCompany, 1990, p. 30.

Carolyn Kessler, Cooperative Language Learning, New Jersey: Prentice Hall Regents, 1992, p. 137

Detty Varita, “Improving Reading Comprehension Through Literature Circles”, English Education Journa,Vol.8, No.2, April 2017 .p. 237.

Dzulfikar Akbar Juhaendi, “The Use of Jigsaw Technique in Improving Students’

Reading Comprehension”, Thesis, English Education Department Faculty of Language and Arts Education Indonesia University of Education, 2013, p, 1.

Francoise Grellet, Developing Reading Skills, Cambridge: Cambridge University Press, 2010, p. 4.

Gladstone C, “The Jigsaw Method: A Cooperative Learning Strategy”.

http://mindgatemedia.com/lesson/the-jigsaw-method-teaching-studentsto- teach-each-other/.Access on 25 March 2020, at 9.30 PM.

Grabe William, and Fredricka L Stoller, Teaching and Researching Reading. New York: Longman, p. 7.

Haris D.D. and Sipay, L, Teaching Reading Vocabulary New York: Holt Rinehart, 1980, p. 8

Haryanto, “Pengertian Model Pembelajaran Kooperatif Jigsaw”, from http://belajarpsikologi.com/model-pembelajaran-kooperatif-jigsaw/4. Access on 20 March 2020, at 03.20 AM.

Ika Kusriani, “Using Jigsaw Technique to Improve Reading Comprehension Skill at The Eight Grade Students of SMPN 3 Melati Yogyakarta in Academic Year 2012/2013”, Thesis, English Language Education Study Program, Faculty of Languages and Arts of State University of Yogyakarta 2013, p. 100.

Jeremy Harmer, How to Teach English, Kuala Lumpur: Pearson Education, 2007, p.

99.

R. R. Jordan, English for Academic Purposes, New York: Cambridge University Press, 1997, p. 143

Restu Widoyoko, “The Effect of Using Jigsaw Technique on Students’ Reading Comprehension Ability of SMK Muhammadiyah Bawang”, Thesis, English Education Department, Faculty of Language and Arts of State University of Yogyakarta 2013, p. 60.

Slomo Sharan, Handbook of Cooperative Learning Methods, Westport: Greenwood Publishing Group, Inc., 1994, pp. 35-36.

Snow and Catherine E, Reading for Understanding:Toward an R&D Program in Reading Comprehension, Santa Monica: RAND Education, 2002, p. 11 Stephanie, “Reliability and Validity in Research”, in

https://www.statisticshowto.datasciencecentral.com/reliability-validity- definitions-examples/, accessed on December 22, 2019, at 23.26.

Sugiyono, Metodelogi Penelitian Kuantitatif, Kualitatif Dan R&D, Bandung:

Alfabeta, 2013, p.117.

Suharsimi Arikunto, Prosedur penelitian: Suatu pendekatan praktik [Research procedure; A practical approach], Jakarta: Rineka Cipta, 2006.

41 APPENDICES

PRE TEST

The Lion and the Mouse

The Lion and the Mouse Mr. Lion was lying asleep when he was suddenly awaked by a mouse running over his face. The little mouse was being chased by a wild cat. “How dare you!” he roared, and raised his paw to kill the mouse. “Please, sir. Begged Miss. Mouse, “let me go, and one day I may do something for you in return. “You help me! Ha...ha..., “laughed Mr. Lion, but he let her go. One day, Mr.

Lion was caught in a net by hunters, “I can’t get out!” he roared angrily, “But I can help you,“ said a tiny voice. Then Miss. Mouse nibbled and gnawed the ropes until the lion was free. “There”, she said proudly, “if you had not let me go, I would not have found a way to help you. “Yes, you should thank her, Mr. Lion. She has saved your life”, said a monkey who was sitting on a branch of a tree.

Question

1. What is the main idea of this passage?

2. What is the authors’ purpose of this passage?

3. In your opinion, what do you understand about the text?

42 POST TEST

Prambanan Temple

This is the most famous and also the most magnificent of Central Java's temples or more precisely complex of temples. Situated about 15 kilometers from Yogyakarta, the top of the main shrine is visible from a great distance and rises high above the scattered ruins of the former temples. Prambanan is the masterpiece of Hindu culture of the tenth century. The slim building soaring up to 47 meters makes its beautiful architecture incomparable. Seventeen kilometers east of Yogyakarta, King Balitung Maha Sambu built the Prambanan temple in the middle of the ninth century. Its parapets are adorned with bas-reliefs depicting the famous Ramayana story. This magnificent Shivaite temple derives it name from the village where it is located.

Prambanan Temple is locally known as the Roro Jonggrang Temple, or the Temple of the "Slender Virgin", it is the biggest and most beautiful Hindu temple in Indonesia. The temple complex of Prambanan lies among green fields and villages. It has eight shrines, of which the three main ones are dedicated to Shiva, Vishnu and Brahma. The main temple of Shiva rises to a height of 130 feet and houses the magnificent statue of Shiva's consort, Durga. There are 224 temples in the complex;

three of them, the main temples are Brahma Temple in the north, Vishnu Temple in the south, and the biggest among the three which lies between Brahma and Vishnu temples is Shiva Temple (47 meters high).

Question

4. What is the main idea of this passage?

5. What is the authors’ purpose of this passage?

6. In your opinion, what do you understand about the text?

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : MA AL-Jamil Bare Eleh Mata pelajaran : Bahasa Inggris

Kelas/Semester :XI / Genap Alokasi waktu :2 x 45 menit Materi Pokok : Narrative Text 1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat merespon makna dalam:

a. Memahami makna struktur dan bentuk bahasa dari teks narrative

b. Berdiskusi tentang berbagai informasi dalam suatu teks berbentuk narrative c. Mengungkapkan isi dari teks narrative dengan bahasa sendiri

2. Kompetensi Dasar

1. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative untuk berinteraksi dalam konteks kehidupan sehari- hari

2. Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari 3. Indikator

a. Memahami makna struktur dan bentuk bahasa dari teks narrative

b. Berdiskusi tentang berbagai informasi dalam suatu teks berbentuk narrative c. Mengungkapkan isi dari teks narrative dengan bahasa sendiri

4. Materi Pembelajaran

Narrative Text “Ramayana”

RAMAYANA

Along time ago, there was a king namely Rahwana. He was very rich and powerful, but he had no wife to accompany him in his life. He had a very big and beautiful palace. And in the other side, there was another king namely Rama. He had a very beautiful wife namely Shinta. One day, Rama wanted to hunt wild animals in the forest with his servant. He left her wife in the beautiful park behind the palace. He told Shinta not to go out from the magic circle he made on the ground. Rahwana knew that Rama had gone to hunt. He changed into a golden deer and came near Shinta. Shinta wanted to catch the deer and she got out the circle. Then Rahwana kidnapped her. He brought her to fly to his palace as his wife. Rama knew who kinapped her wife. He asked Hanoman to help him fight against Rahwana. Then he won the battle with the help of the king apes namely Hanoman. Finally, they live happily ever after.

5. Metode Pembelajaran

1. Pendekatan : Scientific approach 2. Model : Jigsaw

3. Teknik : Tanya jawab, diskusi dan presentasi.

45 6. Media/Alat,Bahan Dansumber Belajar

 Media/alat : Papan tulis ,Board marker,Gambar,Leptop,internet.

 Sumber ajar :

 LKS bahasa inggris kelas X

7. Kegiatan Pembelajaran 1. Pertemuan ke-1

Pendahuluan (10 menit)

1. Guru menjelaskan struktur kebahasaan teks narrative

2. Guru memberikan contoh lain dari teks narrative 3. Guru memberikan teks narrative dengan tema

“Ramayana”

4. Guru memperkenalkan teks dengan menggunakan metode jigsaw

5. Siswa mengidentifikasi makna dari teks yang diajarkan

Kegiatan inti (65menit)

A. Elaborasi

Dalam kegiatan elaborasi:

1. Guru membagi siswa dalam lima kelompok 2. Guru menjelaskan strategi dari “Jigsaw

Technique” untuk digunakan dalam mempelajari teks narrative (preview, click and clunk, get the gist and wrap up)

3. Siswa bekerja secara berkelompok untuk mengidentifikasi teks dengan menggunakan strategy jigsaw

4. Guru menfasilitasi siswa untuk menyajikan hasil kerja secara berkelompok

5. Guru megevaluasi siswa dengan memberikan beberapa pertanyaan yang berhubungan dengan teks yang berjudul “Ramayana” Konfirmasi B. Dalam kegiatan konfirmasi:

1. Guru bertanya jawab tentang hal-hal yang belum diketahui siswa

2. Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan Kegiatan

penutup (15 menit)

1. bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;

2. memotivasi siswa untuk belajar dengan giat

3. memberikan umpan balik terhadap proses dan hasil pembelajaran

8. Penilaian,Pembelajaran Remedial Dan Pengayaan 1) Teknik penilaian

a) Tertulis : membuat contoh teks memberi tawaran dan saran b) Unjuk Kerja

(Kinerja/performance):

Melakukan percakapan berisi ungkapan suggestion dan offering.

c) Penilaian sikap selama proses pembelajaran:

 Sikap saat kegiatan diskusi

 Sikap saat kegiatan kerja kelompok 2) Instrument penilaian

a. Teknik Penilaian : Unjuk kerja b. Bentuk : Tes tulis

Rubric Penilaian reading Aspek yang

dinilai

Kriteria Indikator Nilai

Ide pokok Sangat baik Siswa menemukan ide pokok pada teks bacaan dan setiap paragraph

Baik Siswa menemukan ide pokok pada setiap paragraph

Memuaskan Siswa menemukan ide pokok pada beberapa paragraph

Kurang Siswa menemukan ide pokok hanya pada satu paragraph

Informasi detail Sangat baik Siswa mengetahui semua informasi detail pada text

Baik Siswa mengetahui semua informasi detail pada setiap paragraph

Memuaskan Siswa mengetahui semua informasi detail pada beberapa paragraph

Kurang Siswa mengetahui semua informasi detail pada satu

paragraph

Aspek Sikap Aspek yang

dinilai

Kriteria Nilai

Sopan santun Sering menunjukkan sikap sopan santun 4 Beberapa kali menunjukkan sikap sopan santun 3 Pernah menunjukkan sikap sopan santun 2 Tidak pernah menunjukkan sikap sopan santun 1

Bertanggung jawab

Sering menunjukkan sikap bertanggung jawab 4 Beberapa kali menunjukkan sikap bertanggung jawab

Pernah menunjukkan sikap bertanggung jawab 2 Tidak pernah menunjukkan sikap bertanggung jawab

Jujur Sangat sering menunjukkan sikap jujur 4 Beberapa kali menunjukkan sikap jujur 3 Pernah menunjukkan sikap jujur 2 Tidak pernah menunjukkan sikap jujur 1 Disiplin Sangat sering menunjukkan sikap disiplin 4 Beberapa kali menunjukkan sikap disiplin 3 Pernah menunjukkan sikap disiplin 2 Tidak pernah menunjukkan sikap disiplin 1 Percaya diri Sangat sering menunjukkan sikap disiplin 4 Beberapa kali menunjukkan sikap disiplin 3 Pernah menunjukkan sikap disiplin 2

Dalam dokumen the influence of jigsaw technique toward reading (Halaman 46-49)